SYSTEMIC APPROACH IN BASIC COMPETENCES FORMATION FOR THE FUTURE PROGRAMMERS

The concepts of "key competencies", "professional competencies" and "core competencies" are considered in this article. The social order's requirements for the training of future programmers are defined. Philosophical, technical and psychological aspects allow enriching the conceptually-terminological apparatus of competence-oriented vocational education with the term of "core competencies". A set of core competencies required for professional tasks' decision and training of future programmers is established. As the methodological basis of the research of the basic competences' formation (BC), these provisions (principles) a systematic approach have been used in the article: 1) the principle of unity, which supposes that system of students BC formation is a holistic education; 2) the principle of communication, which supposes that the BC students formation must be structurally characterized by taking into account the static and dynamic positions; 3) the principle of integrity, which supposes that the system of BC students formation as integrity is characterized by the features through which it refers to the more complicated systems; 4) the principle of functionality, which supposes the priority of functions over the structure, according to which the creation or modification of a structural component of the BC formation must occur after the determination of each system component; 5) the principle of the ultimate goal, which supposes that a system of BC students formation as a pedagogical system characterized by the desire to achieve the goal, is one of the system-forming factors; 6) the principle of development, which supposes that BC students formation system is characterized by the hierarchical structure, depending on the relations of its parts and elements therein are distinguished functioning and development processes. It is proved, that each of these components being subsystem is complex object that has its own structure and performs specific functions, which in turn determine the system functions as the basic competencies as a pedagogic object. Thus, the composition and the relations between the individual elements of competence and competency have been determined by means of systematic approach.